Teachers' Questioning And Classroom Interaction

Most ESL learners learn English from teachers in classrooms. Therefore, classroom instruction is of vital importance. Teachers' questioning constitutes a very significant aspect of classroom teaching. It is not only an important part of classroom interaction but an effective way of learning second language as well. For, it is through question and answer exchange that teachers interact with students and it is also through interaction with their teachers and peers that ESL learners learn the target language. Teachers' aims of questioning, question types, teachers' modification of questions, the wait- time, allocation of turns, and the feedback and assessment teachers provide all affect classroom interaction. However, in classroom practice, few teachers are aware of the effects of teachers' questioning on classroom interaction, and they usually ignore these factors. Thus, teachers' problematic questioning behavior evidently undermines the effectiveness of classroom interaction. According to Social constructivist theory, language teachers should emphasize learners' active role, provide more opportunities for learners to use the language, and allow them enough wait-time to form meaningful responses. As mediators, teachers are supposed to help learners to react properly to teachers' purposeful questioning, to fully understand teachers' beliefs about questioning and to form their unique answers. Teachers also need to encourage their students to build up their self-confidence in taking the risks of answering questions. Similarly, proper feedback and assessment should be provided so that they feel confident of themselves and feel like taking risks to respond. Teachers should also know about the learners' personalities and individual needs. This article discusses how teachers' questioning affects classroom interaction. Moreover, some conducive suggestions are put forward that teachers should be more aware of the effects of questioning on classroom interaction and consciously monitor their questioning behavior.